The Asymmetry In Geography Teaching And Its Game Strategies

Effective teaching is a value pursuit in all subjects in modern society, and the subject of geography as well. Today, with the development of information technology and social progress, the teaching concepts, content and methods have had a major change, geography teaching in new curriculum reform not only has brought encouraging result, also brought a lot of problems. The development and the improvement of the asymmetry theory provide a fresh perspective on the teaching of geography. This paper studies this theory from three dimensions i.e. matter, energy and information to develop the theory of asymmetry in teaching. By way of questionnaire, the paper surveys the situation and problems of geography teaching process currently exists in our country, and analyzes its causes, and applies the asymmetry theory of teaching to geography teaching, tries to put forward relevant teaching strategies for geography teaching.The article generally comprises six parts. The first part is an introduction, mainly introduces the research background, the significance of the current research, the purpose, content, methods and techniques to do the whole route planning. The second part is the asymmetry theory of teaching and its game, including the definition of teaching asymmetry and its three-dimensional space, describes the meaning of the asymmetry theory in teaching, and introduce the game-based teaching asymmetrical relationship. The third part is the investigation and analysis of asymmetrical problems in geography teaching. By investigating Wuhan No.6 middle school and Ganzhou No.3 middle school on teachers and students, we get the first-hand information of current situation and problems in geography teaching, and analyze its causes. The fourth part is the strategy of applying the asymmetry theory of the teaching to geography teaching, and the recommendations in geography teaching. This is the main part of the article. According to the characteristics of geography, the article puts forward several instructional strategies: making full use of "material-energy-information" symmetry; appropriately creating asymmetry; achieving the transformation of "asymmetry-symmetry-asymmetry ". In practice, the dialectical view should be hold towards the asymmetry in geography teaching, and the balance of symmetry and asymmetry in geography teaching should be keep. The fifth part is the conclusion of the article.the author summarizes the basic conclusions of this article, and the deficiencies and research prospect of the study.